SIOP Lesson Plan

1.

Lesson Preparation
a. General Information
Grade Level: Kindergarten
Subject Area/Topic: Math- Comparing
Student Demographics: 20 students; 7 ESOL
Lesson Duration: 40 Minuets
b. State and/or National Standard(s) and/or Benchmark(s)
MAFS.K.CC.3.6: Identify whether the number of objects in one group is greater than,
less than, or equal to the number of objects in another group, e.g., by using matching and
counting strategies.
c. Learning Objective(s)/Outcomes(s)/Essential Question(s)/Content Objectives
Students will be able to compare numbers through any representation to participate in a
game.
d. Language Objectives
Students will be able to work together and communicate openly about the numbers on
their cards to actively complete a game.
e. ESOL Teaching Strategy
Stand up Sit down (p.161)
f. Detailed List of Materials and Resources for Teacher and Students
Number cards with various number representations

2. Building Background
Links are explicitly made between past learning and new concepts. Key vocabulary is
emphasized (e.g., introduced, written, repeated, and highlighted for students to see).
I will start building background by referencing last weeks activities and how we used pumpkins
to show number sets that represented the same amount. I will then go into discussing how to
recognize if a number is more or less than a number you are comparing it to.
3. Comprehensible Input
Teacher candidate's explanation of academic tasks is clear.

Today we will be playing a game where each if you will have a set of cards. Each of you will
grab a card from your stack and put it down on your table. You and the person you are
playing with will then decide which card has more and which card has less. The person with
the card that has more will then keep both cards. If you tie then you will put down two more
and whoever wins that round will get to keep them. This will continue until time is over or
each table only has one person with cards left.
4. Strategies (include a Step-by-Step Instructional Plan)
Teacher candidate provides ample opportunities for students to use the ESOL teaching
strategy that the teacher candidate is demonstrating.
At the beginning I will ask you questions and we will play a whole class model of the game.
During this time you will either stand up or sit down to represent your answer. This is very
similar to when you would use a thumb up or thumb down to represent if you were ready or
if you agreed or disagreed but this time a thumbs up is actually standing up.
5. Interaction
Grouping configurations support language and content objectives of the lesson.
You will be grouped together off of your table. You will first work with one person who is sitting
next to you. If you or that person run out of cards you will then wait until the other pair has
finished. When there are only two people left at your table with cards you two will play together
with the other students helping to determine which card is greater.
6. Practice/Application
Teacher candidate provides activities for students to apply content and language knowledge
in the classroom.
You will pull your first card from your stack and place it in front of you. I will hold up a card
underneath the doc cam. If your card is greater, or a bigger number, then my card you will
stand up. If not you will stay seated. I will practice with the students a couple of times until I
feel they understand the concept. We will then move onto having them practice with their
partners. I will walk them step-by-step through the first round. Once they seem to understand
how to play the game, they will be free to continue playing as directed.
7. Lesson Delivery
The content objectives are clearly supported by lesson delivery.
The students will work through the game together as partners. I will walk around and assist any
students who are struggling. During that time students will be comparing their various
number cards.

8. Review/Assessment
Teacher candidate provides a comprehensive review of key content concepts.
As a review and formative assessment we will complete a short 3 page worksheet that continues
to build upon their knowledge of comparing numbers to determine which is greater than, less
than, or equal to.
9. Analysis
a. Explanation of Addressing Diversity
As a way to address diversity I made sure to have picture cards as well as number or
word based cards. Students would get to work together to make decisions on which card
wins. I also made sure to use appropriate pacing, gestures, and examples throughout the
lesson.
b.

Informal Assessment Plan

Pre-assessment: Questioning and practice
Comprehension check: Going around to each group
Post-assessment: Worksheet

c. Critical Reflection:
This lesson was very successful and seemed to be a lot of fun for the students. Most of
them really enjoyed the causal atmosphere of a card game while they were unknowingly
learning. The Stand up, Sit down strategy was really helpful in this lesson. There was a
point where I needed to make whole group comparisons. Instead of having students
confusingly raise their hands they were just either able to stand up or stay seated. I really
liked this strategy and would definitely use it again. The problem I faced was that
students wanted to have a greater number as a way to win, even though I explained
there wasnt winning and loosing, so they would stand up regardless of their card. I
would teach this lesson again and use this strategy throughout the year. I think this would
also be really fun with older students and math equations.